Activities per year
Abstract
In this paper, we argue that differentiating dialectic from dialogic play can illuminate important differences between current approaches to game-based learning and can suggest new directions for the field of game-based learning. Expanding on Vygotsky’s work on imaginary play, we work towards a theory of dialogic play with particular focus on the role of vulnerability in learning, and propose it as an alternative to prior approaches that emphasize content learning or tool-mastery. Because it encourages curriculum that supports new ways of relating to difference and otherness, we believe that dialogic play is important to consider in play-based learning, as it more closely aligns with sociocultural approaches that address issues of power, and may be useful in the design of related curriculum.
Original language | English |
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Title of host publication | 16th International Conferenceof theLearning Sciences(ICLS) 2022 |
Editors | Clark Chinn, Edna Tan, Carol Chan, Yael Kali |
Pages | 1908-1909 |
Number of pages | 2 |
ISBN (Electronic) | 9781737330653 |
Publication status | Published - 10 Jun 2022 |
Event | 16th International Conference of the Learning Sciences (ICLS) 2022: 2nd Annual Meeting of the International Society of the Learning Sciences - Hiroshima, Japan, Hiroshima, Japan Duration: 6 Jun 2022 → 10 Jun 2022 https://2022.isls.org/ |
Publication series
Name | |
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ISSN (Electronic) | 1573-4552 |
Conference
Conference | 16th International Conference of the Learning Sciences (ICLS) 2022 |
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Country/Territory | Japan |
City | Hiroshima |
Period | 6/06/22 → 10/06/22 |
Internet address |
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